Robyn Holmlund
Colton Lund
Gareth Bond
ECUR 322.3
March 30, 2015
Week of Detailed Lesson Plans
Grade: 4
Topic: Food Chains
Overall Time Frame: 5 weeks
Unit: Habitats
Previous to this Week: The following four lessons would be inserted as the fourth week in the Habitats
unit. In the first three weeks of the Habitats unit, students will have studied what a habitat is, the
various components of habitats, looked at the different ecosystems (Tundra, Desert, etc) in our world,
and studied how animals adapt to each ecosystem.
The Week of Detailed Lessons: The week of lessons on food chains will teach students how energy is
carried throughout an ecosystem, the necessity of how producers, consumers, and decomposers cycle
through an ecosystem, and how the populations of each level differs.
The Week After: This time will mostly be work periods for the students to work on their summative
assessment piece that will be given to them at the end of week four.
Timeline:
Monday
Week
1
Week
2
Week
3
Week
4
Week
5
Tuesday
Wednesday
Thursday
Friday
2:30-3:15pm
Science:
Unit Wrap Up,
Give final
assignment
---
2:30pm Science:
Work Period
Assignment
Due
Previous Habitat Lessons
2:30-3:15pm
Science:
Producers and
Consumers Game
Outside
10:0010:45am
Science:
Food Chains
& Food
Webs
1:00-3:00pm
2:30pm Science:
Work Period
10:00am
Science:
Work Period
10:00am
Science:
Work Period
Field Trip to
the Zoo
Lesson Plan 1 – Food Chain Simulation
Unit: Habitats
Topic: Food Chain Simulation
Grade: 4
Time allotted: 45 minutes
Overview and Purpose – What will be learned, why, connections to other topics
This lesson will show students the roles of producers (plants), herbivores and
carnivores (consumers) in natural food chains, and how the populations of each
may affect a habitat.
Outcomes:
HC4.1 Investigate the interdependence of plants and animals, including humans,
within habitats and communities. [CP, SI]
Indicators:
HC4.1 j) Conduct a simulation or role play to demonstrate the interdependence of
plants and animals in a habitat or community.
Hc4.1 k) Predict how the removal of a specific plant or animal population may
affect a community in the short- and long-term.
Assessment of outcomes/objectives:
Materials:
Formative assessment during the discussion of
-Large Field
how the length of game corresponds to the
number of producers and consumers. Teacher will -Red, Blue, Green pinnies or
arm bands
get a sense of if students are understanding
concept.
-Stopwatch
-Recording papers
-Clipboard and pen
Introduction – 10 mins:
[In the classroom]
 Review with the students what has been learned in previous weeks of the
Habitat unit (Different types of habitats, ecosystems, adaptations animals
make in their environments).
 Tell the students that this week they will be looking at how food chains and
food webs work within habitats, and that to do this they will be playing a
game!

Write down the word PRODUCER & CONSUMER on the board and ask if
the students know what they mean. (Producers make their own food ie.
plants, Consumers get eat other living things for food ie. animals).
 Write the word HERBIVORE and CARNIVORE on the board. Say “in the
game we will play some of you will be herbivores and carnivores. What do
those words mean?” (Herbivores eat only plants, carnivores eat other
animals for food).
 Ask for some examples of each. Expand to the understanding of food
chains when students give an example of carnivores
Instructional Methods – 30 mins:
[Setting up the Simulation]
 Tell the students we will be simulating how a food chain of producers,
herbivores, and carnivores interact in a habitat. We will play a couple
times. The first time we will have equal numbers of all three.
 Explain the Instructions:
Simulation Instructions:
1. Divide students into equal groups of Producers (green pinnies),
Herbivores (blue pinnies), and Carnivores (red pinnies).
2. Carnivores and Herbivores can move, but Producers cannot.
3. Herbivores “eat” by tagging a Producer; Carnivores “eat” by tagging a
Herbivore.
4. Once you are tagged you are then out of the game (dead).
5. Set boundaries for the habitat
6. Let the Producers scatter to find a place to plant themselves.
7. On “GO!” the Herbivores and Carnivores are let loose to begin “eating”
(tagging). Use the stopwatch to record how long the game lasts until
there is no more food left.

When the game is finished, gather the students together and show them
the clipboard with the chart on it:
Game
# of Plants
(Producers)
# of
Herbivores
# of
Carnivores
Length of
Game
Game 1
Game 2
Game 3



Fill in the chart for the game you just played under ‘Game 1’. Ask
students to talk about how they could make the game longer.
Try their idea, fill in the results under ‘Game 2’. Make sure students
change roles.
Try a third idea for making the game last longer and record results under
‘Game 3’.
Closure – 5 mins:

1.
2.
3.
4.
Do a Think-Pair-Share with the students answering the following
questions. Have students discuss in pairs and then share with the whole
group.
Do you think natural habitats usually support an equal number
of producers, herbivores, and carnivores? Why?
How did the game change when you tried to make it last
longer?
Is a longer game a better game? What does a longer game
mean in nature?
How might the game be different if you played it in a different
space? How would food chains change if the size of the habitat
was changed?
Lesson Plan 2 – Food Chain Craft
Unit: Habitats
Topic: Food Chain Craft
Grade: 4
Time allotted: 45 minutes
Overview and Purpose – What will be learned, why, connections to other topics
This lesson will allow students to generalize their knowledge of the roles of producers
(plants), herbivores and carnivores (consumers) in natural food chains, and how these
organisms relate to their environment.
Outcomes:
HC4.1 Investigate the interdependence of plants and animals, including humans, within
habitats and communities. [CP, SI]
Indicators:
f.
Classify plants and animals, including humans, according to their role(s) (e.g., producer, consumer, herbivore,
omnivore, carnivore, predator, prey, scavenger, and decomposer) in food chains and food webs.
g.
Construct a visual representation of a specific food chain that exists within a habitat or community.
Assessment of outcomes/objectives:
Materials:
Formative assessment:
-food webs (cut up)
-checklist for use of time and completion of food pyramid
-info cards
-anecdotal notes for notable ‘teachers’ during sharing phase of
lesson
-glue and paper
Introduction: 5-10 minutes
[In the classroom]
 Review main concepts from previous day and last week (habitats, ecosystems,
adaptations, environments, producer, consumer, and carnivore).
 Ask several concept checking questions for group regarding carnivore, consumer,
and producer. Introduce (or expand) on primary, secondary, and tertiary consumer
(draw simple pyramid diagram with examples from students)
 Play around by moving producers and consumers to wrong spots in the pyramid, ask
what would happen. Ask what would happen if there were too many of a given type
of organism.
 Ask which group must be the smallest/largest population and why.
Instructional Methods:
[Setting up the craft] 5 – 10 minutes
 Students are divided into groups of about 4.
 A (cut up) web, a paper, glue, and info cards (1 for each student) are passed to each
group
 Explain the Instructions:
Craft instructions:
1. Draw a pyramid and add the zones (look at the board for help).
2. Look at your animals, figure out the habitat and write it at the top of
your page by the pyramid.
3. Sort your animals and plants, place them on the pyramid but don’t glue
them until ALL of your group members agree on where they should go.
4. After gluing, fill out your info sheet based on the ecosystem you have
just created a diagram of.


(Est. time for craft: 10-15 minutes)
When all groups are finished, have half of each group rotate. Each ½ group will
present their ecosystem to the other group. These presentations should be no longer
than 5 minutes.
Closure: 5-10 min
1. Have a quick group discussion, ask as many of the following questions as
possible:
a) What qualities must a tertiary consumer have?
b) What qualities make for a good producer?
c) What adaptation can make one consumer more successful than
another?
d) What is the most important organism in this system?
e) What is one thing that affects all of the organisms? How?
Exit slip = completed info sheet
Lesson Plan 3 – Zoo Fieldtrip
Unit: Habitats
Topic: Field Trip to Saskatoon Forestry Farm Park & Zoo
Grade: 4
Time allotted: 2 hours. (1 hour at the Zoo and 30
minutes travel time/preparation time each way)
Overview and Purpose – What will be learned, why, connections to other topics
During this lesson, students will be taking a fieldtrip to the Saskatoon Forestry Farm
Zoo. They will be taking part in the Habitat and Adaptations program that is offered by
the zoo. Permission forms will be required for each student to take the trip to the zoo.
Outcomes:
HC4.1 Investigate the interdependence of plants and animals, including humans, within
habitats and communities. [CP, SI]
HC4.2 Analyze the structures and behaviours of plants and animals that enable them
to exist in various habitats.
Indicators:
HC4.2 c) Identify factors (e.g., availability of food, water, and shelter, weather
conditions, and available living space) that influence the ability of plants and animals to
meet their needs within a specific habitat.
HC4.2 g) Use gathered information to explain how the structures and behaviours of
animals and plants enable them to meet their basic needs (e.g., food, water, air,
movement, nutrients, reproduction, and light) in their habitat.
Assessment of outcomes/objectives:
Materials:
Formative assessment will take place during the
discussion at the zoo and the quality of
questions/answers from the students.
-Signed permission forms for
each student
-School bus
A short summative assessment piece could also be
drawn up in which the students would have to answer a -$2.25 per student or a
short sheet of questions based on what they learned.
minimum total cost of $60
This would take place during the next class after they
have returned from the zoo.
-Optional clipboard and paper
if you wish for them to write
down notes and or questions
that arise
Introduction: (10-15 minutes)
[In the classroom]






Review with the students what has been learned in previous weeks of the
Habitat unit (Different types of habitats, ecosystems, adaptations animals make
in their environments).
Tell the students that this is the class in which we will be travelling to the zoo.
Brainstorm possible questions to ask the leaders at the zoo
Remind the students to keep thinking about the previous knowledge they have
gathered when they are at the zoo
Remind the students to be kind and courteous to everyone they meet on the trip
Possibly assign classroom leaders to take attendance on the bus, at the zoo,
and when you return to the school
Instructional Methods:
[Observation] (Entirety of visit)

Observe behaviour of the students while they are receiving the lesson at the zoo
[Direct Instruction] (5 minutes)

Instructing the students on how to behave, when to get on the bus, explaining
what will happen if they can’t get permission forms signed or are not behaving
properly
Closure: (25-30 minutes)




Thank the zoo instructors for their presentation
Ask if the students have any more burning questions for the zoo staff
Gather the students onto the bus, insuring everyone is present before you leave.
Do a wrap up activity with the students when you have returned to the
classroom. Asking the following three questions, students should be able to give
thoughtful answers:
1. How is food essential to an animal’s habitat?
2. What would happen if an animal’s habitat was changed? In terms of food, water,
or shelter?
3. How do certain animals survive in their chosen habitats?
Lesson Plan 4 – Final Assignment
Unit: Habitats
Topic: Final Assignment Introduction
Grade: 4
Time allotted: 45 minutes
Overview and Purpose – What will be learned, why, connections to other topics
During this lesson, students will be introduced to their final assessment piece. They will
be given an opportunity to express their learning in a creative summative assessment
assignment.
Outcomes:
HC4.1 Investigate the interdependence of plants and animals, including humans, within
habitats and communities. [CP, SI]
HC4.2 Analyze the structures and behaviours of plants and animals that enable them
to exist in various habitats.
Indicators:
HC4.2 b) Recognize that each plant and animal depends on a specific habitat to meet
its needs
HC4.2 c) Identify factors (e.g., availability of food, water, and shelter, weather
conditions, and available living space) that influence the ability of plants and animals to
meet their needs within a specific habitat.
HC4.2 g) Use gathered information to explain how the structures and behaviours of
animals and plants enable them to meet their basic needs (e.g., food, water, air,
movement, nutrients, reproduction, and light) in their habitat.
HC4.2 j) Predict the structural and behavioural adaptations required for a real or
imagined animal to live in a particular habitat, either real or imagined
Assessment of outcomes/objectives:
Materials:
This assignment will be summative in nature.
-Assignment details sheet for
Students will be able to express what they have
each student
learned throughout the unit in the creation of their own
animal.
-Rubric for each student
Formative assessment may take place through the
observation of conversation and questions while the
students are working.
-White paper for good copies of
drawings (approximately 3 class
sets which will leave plenty of
extra for those who wish to
restart)
Introduction: (15 minutes)




Review with the students what has been learned in previous weeks of the
Habitat unit, and the different activities that have taken place (Different types of
habitats, ecosystems, adaptations animals make in their environments, the
simulations, zoo trip etc.)
Introduce the assignment: Explain what they will be doing before you hand out
the assignment sheet
Read through the assignment requirements with the students, having alternating
students read aloud
Show the students the rubric on which they will be marked.
Instructional Methods:
[Direct Instruction] (10 minutes)

Instructing the students about what the assignment consists of, what is
expected, and where to begin.
[Classroom Management] (entirety of lesson)


Observe student behaviour as they begin to work on their project, and modify
behaviour when needed
Facilitate any questions or needs from any student when they begin to work on
the assignment
Closure: (10 minutes)



Ask if anyone is confused or lost when it comes to the assignment
Review the major components of the assignment, listing them orally and on the
board
Explain to the students how much time will be given to work on the project, and
when you would like to schedule presentations
Final Imagining Habitat Assignment
Grade Level: 4 Subject: Science Title: Imagining Habitats
Outcomes: HC 4.1, HC 4.2
Individual Outcomes/Indicators: labeled in blue Blooms Taxonomy: labeled in Red
Description:
In this project you will be making a habitat (tundra, rainforest, desert, etc.). It will be
presented creatively through the use of either a diorama, poster board or other creative
means approved by the teacher (4.1j, 4.2e) (Application). Individually, you will use your
imagination to create new animals that may live in one of these habitats. You will also
need to prepare a write-up which will include the following:



Detailed description of the habitat (1 page) (HC 4.1a, 4.1c) (Comprehension)
Labelled drawings of at least two imaginary animals that would be found in the
same food chain. (Include ½ page explaining how/why the animals fit in the same
food chain.) Be sure to include a producer, and at least two consumers, in the food
chain from your chosen habitat.(4.1f, 4.2j) (Application/Analyze)
An explanation on how the imaginary animals will survive in the chosen habitat
Example: Your animal may have long warm fur if it lives in the Arctic. (1 page
per animal) (4.2 a, b, j) (Synthesis)
You will be presenting your finished project to the class. You will be given 5 minutes
each to explain how your animals adapt to their environment. (4.2 j) (Comprehension)
Imagining Habitats Assignment Rubric
Description of
Habitat
(Written)
Imaginary
Animals
(Written)
Representation
of Habitat
(Created)
Presentation
1
2
3
4
-little description is
shown
-does not know what
should be included in
habitat
- 5 or greater aspects
of the habitat are
missing
-description
reaches ½ page
-unsure of what
should be
included in habitat
-several aspects
are missing (3-4)
-description is
nearly a full page
-has good idea of
what should be
included in habitat
-most aspects are
included (1-2
missing)
-description is a full
page
-full understanding
of each aspect of the
habitat
-includes all 5-6
aspects of said
habitat
- only 1 animal is
present
-poor explanation of
animals
-not enough effort
shown
-animal would not
survive in chosen
habitat
- 2 partially
complete animals
are present
-minor
explanation is
given for each
animal
-animal may not
survive in chosen
habitat
-2 complete
animals are
present
-good explanation
for each animal
-Lacking in 2-3
details or aspects
of their animal
-animal should be
able to survive in
chosen habitat
-both animals are
present and
exceptionally
displayed
-explanation of each
animal is complete in
all aspects
-Animal would
survive in chosen
habitat
-visually unattractive
-incomplete
-missing 2 or more
major parts of the
assignment in the
representation
-not visually
stimulating
-audience is able
to understand the
general aspects of
the habitat
-missing 1 major
part of the
assignment in the
representation
-visually
stimulating
-audience is able
to understand
almost all aspects
of the habitat
-all portions of the
assignment are
represented
-visually outstanding
-audience
understands all
aspects of the habitat
-all portions of the
assignment are
represented with
great effort
-Voice is
inaudible/unclear
-No eye contact
-many aspects missing
in the explanation of
their animal’s
adaptations
-Voice could be
louder/clearer
-Little eye contact
made with
audience
-explanation is
minimal
-voice is clear and
audible
-Little eye contact
made with
audience
-explanation
covers most
aspects of how
their animal will
adapt to the
environment
-voice is very clear
and can be heard by
everyone in the room
-eye contact with the
audience throughout
the presentation
-through explanation
of how their animals
adapt to the
environment
A BAD Example of a Created Animal
Mr. Lund- April 4, 2105
“My animal swims and walks. It has fur to keep warm. It has spike on its tail to attack
others. It lives in the rain forest. Its name is Chaos.”
This example is a bad example because the detail is lacking greatly. This example does
not tell us why it should have fur, how it will walk on land, or why it lives in the rain
forest. There is no reference to what it eats, how it survives or what may eat it. This
would score very poorly on the rubric. Much more detail is needed in both the creation
and the explanation of the animal. This individual did not change much from an actual
shark, and did not put much thought or effort into the process.
An Acceptable Example of a Created Animal
Land-Fish
Predator – Primary Consumer
Habitat – Oceans
The Land Fish lives in the shallow waters of the Atlantic Ocean. It eats rooted ocean
plants that grow in the shallow waters. Its eight clipper arms are used for navigating
over the corral and rough terrain of the ocean bottom. Although it cannot swim like
normal fish, its back fin is used as a propeller at times to get away from predators.
Larger fish or sharks that swim in the shallows tend to feast on Land Fish. It has gills to
be able to breathe underwater, and scales which protect the Land Fish from sharp
objects and also help it to move from side to side faster.
An Exceptional Example of a Created Animal
Adaptations
Lesson 1 Simulation Game:
 Students that have mobility issues could be producers and not have to
change roles.
 In the introduction, provide pictures of the words so EAL students
understand the terms Producers, Herbivores, Carnivores.
 During the discussion at the end, pair students together with peers that
they will work well with. Or those who have difficulty staying on task, with
students who can stay focused.
 Game can be played indoors in the gym, if students do not have weather
appropriate clothing.
Lesson 2 Craft:



Have a pyramid which is not cut up to serve as a guide for students
needing more visual assistance.
Do quick interview as alternative to info-sheet for students with writing
challenges.
Allow students with speaking challenges to point to pictures of animals
and/or words (like consumer, producer etc) during group discussions. A
small poster could be designed for this purpose.
Lesson 3 – Zoo trip:


Students that have mobility issues may require assistance to board/exit
the bus
For students with lower comprehension levels, or those in EAL, you may
take them aside before the trip, and insure they understand basic terms
such as producers, herbivores, carnivores and habitat. This way they will
not become lost when listening to the speaker at the zoo.
Lesson 4 – Assignment Intro Class



If students have trouble with writing, for whatever reason, you may request
an E.A. to scribe their notes for them.
Instead of writing the full page on their habitat and their animals, students
could present it orally if it would allow them to explain their ideas on a
more complete manner.
For students who are slower workers, in the E.A.L. program, or have lower
comprehension overall, they could be given a list of specific books
provided by the teacher that would help them find what they need. These
may be books that are easier to comprehend but still hold valuable
information that will be helpful to the students.



Additionally, a student could be paired with an E.A. if reading individually
is something he or she struggles with. This would prevent discouragement
and increase motivation.
If any student has severe presenting anxiety, they could present alone in
front of the teacher at recess, or record themselves doing it and hand in a
video file.
The length of the written portions could also be adapted to be suitable for
certain student’s needs. Instead of a full page for each portion, you could
make a ¾ page or ½ page the minimum.
Printable material:
Lesson 2 (craft)
Name: ________________________ Group: _______________________ Date:
_________________________
Quick Info card
Habitat:
_______________________________________________
Producer
_______________________________________________
Consumer
_______________________________________________
Herbivore
_______________________________________________
Omnivore
_______________________________________________
Carnivore
_______________________________________________
Predator
_______________________________________________
Prey
_______________________________________________
Web 1:
imgkid.com
Web 2:
www.vtaide.com
Web 3:
galleryhip.com
Web 4:
hotscelebritypics.blogspot.com
Web 5:
galleryhip.com
Web 6:
biology.tutorvista.com
Colton Lund’s Rationale
Robyn Holmlund and I began this project together, with the idea of creating a
week’s worth of lessons based on our previous summative assignment. We then were
approached by Gareth, and were more than happy to include him in this project. We
explained our summative assessment assignment to Gareth, and he was excited to be a
part of it. We began by deciding as a group to split a week into four main lessons,
including a lesson that introduced our final assessment. We decided this because it gave
us enough time to include all the projects and information we wanted to include, and was
also a good design to end a unit on habitats. From there we began to split up the lesson
planning, into what we all believed were even parts. We designed our lessons
individually, and then brought them together in one document. We edited our document
as a group, in an attempt to increase the overall flow and connection of the lessons. We
completed the project in this manner, as it was easiest for all of us to work on our own
time, as the end of the semester can be extremely busy. As for topics during our lessons,
we decided to include a producers and consumers game, a lesson on food chains, a trip to
the zoo, and a lesson introducing the final assessment. We chose these topics, as we
wanted to create a fun, exciting, and informative last week for our “unit.” We chose to go
on a field trip to the zoo after learning what wonderful and informative programs are
offered by the Saskatoon Forestry Farm Zoo and its employees. I emailed the zoo
personally, and asked for extra information about their programs. I also explained our
project, and asked if they had a program that would fit in with our unit. They explained
different programs, how they may relate, and I was able to design a field trip from there.
One of the last major choices that we made was to design three exemplary creatures for
our summative assessment. We each made one example creature, (one bad example, one
average example, and one great example) as a reference for our students to use when
creating their own creatures. Being able to compare their creatures to ours will allow for
greater motivation, and more complete projects. This project turned out well in my
opinion, and this was a direct result of the good communication, and teamwork between
my partners and me.